In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
There are a couple different interruptions (from the outside) that occur while I was observing in class. For one, there are announcements that are announced over the speaker throughout the school. Most of the time these announcements take place at the end of the period, but i still find them distracting because they take up valuable class time and take away from the momentum of the teacher's lesson plan. A disruption (from the students) occur when students raise their hands to ask to go to the bathroom, or get a drink from the water fountain. Other disruptions from the students include when a student talks out of turn, gets out of their seat to talk to a friend, or throws a note to another student. I think that my CT does an great job controlling her classroom and limiting these types of distractions. For one, students are reprimanded for getting out of their seat without permission, and passing notes during her class is not allowed. She tells students that need to go to the bathroom or water fountain, to write out a pass silently and bring it up to her side, she will sign it when she is done talking. There isn't really much my CT can do about the announcements that take place over the loud speaker, besides stop and listen to them, then continue on where they left off, making sure students do not get distracted by the announcement. After observing multiple classes, I have come to the conclusion that there are a couple of students in her classes that are especially troublesome, but not out of control. These students tend to do something or say something that often distracts the other students from their work. My CT addresses these students' needs by placing their seats at the front of the classroom, and away from their friends. Also, she tries to keep these students always doing something, so that they will not find something for themselves to do.
My classroom policies that I choose to implement, help me to reach my vision of an ideal science classroom. Because I want my classroom to be safe, I will implement and teach my students laboratory safety and science safety. Also, because I want my students to be able to ask any questions they have, I want to implement rules that foster respect amongst all students. No question is a stupid question. I want students to work in groups to discover together, therefore I will implement group activities and projects. I want students to wonder, question, and be curious about the world around them. To foster this idea, I will implement a science journal, where students can write questions about what we are learning or anything that puzzles them, and I will take time during the next class to answer some of the questions. This vision of an ideal science classroom aligns with my teaching philosophy exactly. My teaching philosophy and beliefs directly shapes my vision of an ideal science classroom. If a teacher's vision of their classroom and their teaching philosophy are not similar, then something is off. My beliefs, both in teaching and outside of school, shape myself as a teacher and my classroom.
There are a couple different interruptions (from the outside) that occur while I was observing in class. For one, there are announcements that are announced over the speaker throughout the school. Most of the time these announcements take place at the end of the period, but i still find them distracting because they take up valuable class time and take away from the momentum of the teacher's lesson plan. A disruption (from the students) occur when students raise their hands to ask to go to the bathroom, or get a drink from the water fountain. Other disruptions from the students include when a student talks out of turn, gets out of their seat to talk to a friend, or throws a note to another student. I think that my CT does an great job controlling her classroom and limiting these types of distractions. For one, students are reprimanded for getting out of their seat without permission, and passing notes during her class is not allowed. She tells students that need to go to the bathroom or water fountain, to write out a pass silently and bring it up to her side, she will sign it when she is done talking. There isn't really much my CT can do about the announcements that take place over the loud speaker, besides stop and listen to them, then continue on where they left off, making sure students do not get distracted by the announcement. After observing multiple classes, I have come to the conclusion that there are a couple of students in her classes that are especially troublesome, but not out of control. These students tend to do something or say something that often distracts the other students from their work. My CT addresses these students' needs by placing their seats at the front of the classroom, and away from their friends. Also, she tries to keep these students always doing something, so that they will not find something for themselves to do.
My classroom policies that I choose to implement, help me to reach my vision of an ideal science classroom. Because I want my classroom to be safe, I will implement and teach my students laboratory safety and science safety. Also, because I want my students to be able to ask any questions they have, I want to implement rules that foster respect amongst all students. No question is a stupid question. I want students to work in groups to discover together, therefore I will implement group activities and projects. I want students to wonder, question, and be curious about the world around them. To foster this idea, I will implement a science journal, where students can write questions about what we are learning or anything that puzzles them, and I will take time during the next class to answer some of the questions. This vision of an ideal science classroom aligns with my teaching philosophy exactly. My teaching philosophy and beliefs directly shapes my vision of an ideal science classroom. If a teacher's vision of their classroom and their teaching philosophy are not similar, then something is off. My beliefs, both in teaching and outside of school, shape myself as a teacher and my classroom.